Doing something different with more

By Gary Zadkovich

After many years of being asked to do more with less, teachers in a unique equity program have had the rare opportunity to do something different with more.

More than 200 delegates from 74 of the most disadvantaged schools gathered at a conference in Sydney on November 14 to share strategies and ideas developed in the Priority Action Schools Program (PASP) this year.

Teachers greatly appreciated the opportunity to learn from various strategies adopted in the program. Significant additional funding has been allocated to PASP schools in 2003, predominantly to provide additional staffing to increase schools' capacity to enhance learning outcomes for students. The program will be continued for these schools in 2004.

Strategies include smaller classes in targeted years, specialist mentor positions to support less experienced teachers, extra executive positions to lead new approaches to classroom practice and/or student support, additional release time to facilitate professional development activities and on-going professional dialogue and support, additional student counsellor and support positions, and additional community liaison positions to boost parent and community participation in school programs and activities.

It was heartening to observe the degree to which schools have acted on one of the fundamental tenets of the program, namely, that the employment of additional personnel is not an end in itself. Whilst additional staffing is clearly necessary in meeting the workload challenges of delivering quality education in socio-economically disadvantaged communities, schools have performed commendably in developing enhanced teaching and learning practices.

In workshops throughout the conference, teachers presented consistent evidence of the positive effects of the program. The participation of academic partners and mentors was generally endorsed as a beneficial feature, as was the provision of the opportunity for schools to develop their own plans to address the issues identified in each particular school. Whilst operating within broad program guidelines, schools were able to flexibly develop plans to address specific priorities. The capacity to adapt plans to accommodate emerging difficulties or unforeseen circumstances exemplified how professional learning characterised each school's participation.

Beyond the evidence and data provided by schools, conference delegates were united in acknowledging how that crucial amalgam of teacher professionalism, goodwill, passion, energy and commitment underpinned their successes. Also emphasised was the strength of partnerships that characterise the program. Parents, community members, students, teachers, support staff, DET district and state office personnel -- all working collaboratively with a shared determination to do the best they can to deliver enhanced outcomes.

At a time when the Federal Education Minister Dr Brendan Nelson has reiterated the Howard Government's intentions to undermine public education and close schools that current Federal funding policies would force into 'failure', it is gratifying to see a program implemented that focuses on social justice and equity. This program exemplifies a shared commitment by the Department of Education and Training, the Teacher Federation, and the Ministry, and genuinely supports schools that serve our most disadvantaged communities.

It is fair and just indeed that our neediest students should be the ultimate beneficiaries of a groundbreaking program that provides teachers with more time and space to do the things that matter most.

Gary Zadkovich is a City Organiser.

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November 2003 contents